Becoming a Professional Educator Practice Questions
Course Introduction
This course is designed to guide aspiring teachers through the foundational principles and practical strategies needed to become effective, ethical, and reflective professional educators. Emphasizing both theory and application, the course covers essential topics such as classroom management, curriculum planning, educational philosophy, legal and ethical responsibilities, and the development of professional dispositions. Students will examine current trends and challenges in education, engage in self-assessment, and build a personalized professional development plan to prepare for successful careers as educators committed to lifelong learning and student success.
Recommended Textbook Marshs Becoming a Teacher 6th Edition by
Maggie Clarke
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20 Chapters
446 Verified Questions
446 Flashcards
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Page 2
Chapter 1: What Is Teaching All About
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Sample Questions
Q1) Drawing on what you have learnt in Chapter 1 about the complexity of teachers' work, explain why many beginning year teachers find the first year of teaching so challenging. Describe one strategy or attribute you could use to overcome some of the challenges identified.
Answer: The student's response should cover the following:
-The huge number of decisions made daily - many cannot be pre-planned.
-Teaching is influenced by a range of factors such as personal characteristics, educational experiences and pedagogical knowledge and school context.
-Within school structures teaching must respond to factors such as numbers and kinds of learners, cultural diversity of learners, class and classroom size, availability of materials and equipment, available time, mandated subjects and nation-wide standards in specific subjects.
-The need for content, pedagogical and pedagogical content knowledge.
-Strategies and attributes drawn from those identified on pages 5 and 6 for effective teaching (e.g. communication and organisational skills) or reflection (see dot points at top of page 8), or being resilient or being organised.
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Chapter 2: How Students Develop and Learn
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Sample Questions
Q1) Erickson's third stage of initiative versus guilt is most typical of children aged:
A) 2-3 years.
B) 4-5 years.
C) 6-7 years.
D) 8-9 years.
Answer: B
Q2) In Kohlbergs's six stages of moral development, people make moral judgments based on performing 'good' and 'bad' roles at:
A) stage 3.
B) stage 4.
C) stage 5.
D) stage 6.
Answer: A
Q3) Studies in human development typically focus on:
A) changes that occur in humans between birth and adulthood.
B) chronological changes in physical, personal and other domains.
C) changes that are judged to be for the better or worse.
D) changes that allow us to become more consistent in our responses.
Answer: B
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Page 4
Chapter 3: Learner Motivation and Developing Self-Esteem
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Sample Questions
Q1) The teaching strategy which would be the least likely to develop resilience in students is:
A) developing students' coping behaviours.
B) promoting competition.
C) encouraging self-discipline.
D) developing optimistic thinking.
Answer: B
Q2) List five undesirable practices that teachers should avoid in order to keep a class highly motivated.
Answer: Any of the practices listed in Figure 3.2 at the bottom of page 51.
Learning Outcome: 3.4
Difficulty: 1
Page Ref: 51
Q3) Is the following statement True or False? 'Teachers should only use intrinsic motivation with their students.'
A)True
B)False
Answer: False
Q4) What is self-esteem?
Answer: 'Self-esteem is your opinion of yourself.'
Page 5
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Chapter 4: Learning Environments
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Sample Questions
Q1) Biddle and Berliner's (2002) synthesis of studies on the impact of class size found that:
A) girls benefitted more from smaller classes than boys.
B) students who have traditionally been disadvantaged did not benefit from smaller classes.
C) evidence for the possible advantages of small classes in high school is inconclusive.
D) smaller classes are most beneficial in the upper grades.
Q2) In the context of teachers thinking about room arrangements, the term 'synomorphic' refers to the:
A) 'flow' of students from one activity to another.
B) transitional period between lessons.
C) congruence between the physical environment and desired student behaviours.
D) rescheduling of activities when a disruption has occurred.
Q3) Describe at least five features of your ideal physical classroom layout and provide a rationale for each of the features you include.
Q4) What are three questions a teacher should ask when evaluating the use of classroom space?
Q5) What are community schools?
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Chapter 5: The Australian Curriculum
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Sample Questions
Q1) The Melbourne Declaration on Education Goals for Young Australians (MCEEYA, 2008) did not focus on the importance of:
A) successful learners.
B) active and informed citizens.
C) skilful workers.
D) confident individuals.
Q2) The final number of General Capabilities included in the Australian Curriculum is:
A) 10.
B) 9.
C) 8.
D) 7.
Q3) The main tool used to ensure 'ongoing consultation with a variety of stakeholders' in accordance with the National Curriculum Board's seventh principle is:
A) a comprehensive website to acquaint teachers with up-to-date information.
B) a series of on-line surveys asking stakeholders for feedback about the new curriculum.
C) regular newsletters sent to schools.
D) a series of public forums in each state.
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7
Chapter 6: Exploring and Contesting Curriculum
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Q1) The curriculum as experienced in the classroom should be:
A) a one-way transmission of ideas and information from the teacher to students.
B) primarily a response to students' interests and questions.
C) the same for all students at a particular year level.
D) a series of communications between both groups based on interest and motivation.
Q2) Is this statement True or False? 'Some experts are concerned that the focus in NAPLAN on achievement standards in literacy and numeracy has resulted in a narrowing of the curriculum because some teachers feel they need to "teach to the test".'
A)True
B)False
Q3) Is this statement True or False? 'The drift of student enrolments towards private schools is showing signs of abating.'
A)True
B)False
Q4) Describe three principles teachers should use to guide their planning of sequence as part of curriculum development. For each one provide a brief example of how that might be done in the planning of a lesson on a topic of your choice.
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Chapter 7: Planning and Preparing for Teaching
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Sample Questions
Q1) Is the following statement True or False? 'Questionnaires, checklists, interviews and observation records are examples of strategies that should be considered when selecting and sequencing learning activities in unit plans.'
A)True
B)False
Q2) The first stage in the backward design model to unit planning is to:
A) determine acceptable evidence.
B) plan learning experiences and instruction.
C) identify desired results.
D) plan assessment and evaluation.
Q3) When planning for the diverse abilities of students teachers would not:
A) use a range of resources.
B) ensure prescribed textbooks are clear and accessible.
C) design verbal and written assignments.
D) use mini-workshops.
Q4) One reason that lesson plans are important is that they enable each teacher to:
A) continue work from a previous lesson.
B) develop a clear idea of the purpose of a lesson.
C) repeat the lesson the following year.
D) teach unfamiliar material.
Page 9
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Chapter 8: Organising Classroom Structures and Routines
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Sample Questions
Q1) Which of the following theorists' work on the use of democratic procedures in classrooms contributed to thinking about cooperative learning?
A) Thelan.
B) Arends.
C) Dewey.
D) Slavin.
Q2) Which of the following is not a typical feature of primary schools?
A) Ambitious goals for literacy and numeracy.
B) One teacher per class per year level.
C) A school council.
D) A business manager.
Q3) Within cooperative learning, team members sharing their information is a particular feature of the:
A) jigsaw method.
B) student-teams learning approach.
C) inquiry method.
D) reflective-action method.
Q4) What are three strategies teachers might use to maintain whole-class attention?
Q5) What are two ways of working that you might see in a differentiated classroom?
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Chapter 9: Planning to Achieve Goals, Aims, Objectives,
Outcomes and Standards
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Sample Questions
Q1) In Wiggins and McTighe's (2005) taxonomy 'Facets of Understanding', students who show they can produce critical and insightful points of view fit in the category of:
A) have self-knowledge.
B) can interpret.
C) have perspective.
D) can explain.
Q2) According to Spady (1993), outcomes-based education (OBE) means focusing and organising a school's entire program and instructional efforts around the clearly defined outcomes we want all students to demonstrate:
A) while they are at school.
B) when they leave school.
C) in the workforce.
D) in their personal lives.
Q3) What is the relationship between aims, goals, teaching and learning? Describe how you would use aims and goals in your teaching.
Q4) Use Mager's (1997) three important components of behavioural objectives to write an objective which contains all three.
Q5) What are two criticisms that have been made of outcomes-based education (OBE)?
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Chapter 10: Communicating Effectively
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Sample Questions
Q1) The question which aligns with the 'synthesis' category in Bloom's cognitive domain taxonomy is:
A) If Australia became a republic, what would change?
B) What are the pros and cons for Australia becoming a republic?
C) What is the capital of France?
D) Why was the character in the story brave?
Q2) Write two questions on the topic of pollution, one that would be classified within Bloom's taxonomy as a 'comprehension' question and one that would be classified as an 'application' question.
Q3) Which of the following is not one of the three sets of skills involved in communication?
A) Language skills.
B) Social skills.
C) Psychomotor skills.
D) Cognitive skills.
Q4) A purpose for which teachers should not use questions is:
A) showing students they have been unsuccessful in their learning.
B) stimulating particular kinds of thinking.
C) controlling behaviour.
D) reviewing understanding of a topic.
Page 12
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Chapter 11: Pedagogy, Teaching and Learning
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Sample Questions
Q1) A technique that has been found to be very effective for teaching younger or less able students is:
A) lectures.
B) practice drills.
C) direct instruction.
D) directed questioning.
Q2) Is the following statement True or False? 'Researchers at the University of Melbourne (2012) found that 69% of teachers reported that national testing (NAPLAN) had increased the amount of time that they spent teaching subjects that are not tested.'
A)True
B)False
Q3) Divergent questions are ones that:
A) mainly recall facts.
B) allow new directions in answers.
C) lead to expected answers.
D) are succinct and specific.
Q4) Affirmation that students are significant in the classroom is a key consideration in what encourages student to learn. What are three factors that promote feelings of affirmation?
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Chapter 12: Classroom Management
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Sample Questions
Q1) In Bull and Solity's (1987) model of environmental factors influencing classroom behaviours, the students' attitudes to tasks would be considered a:
A) physical factor.
B) social factor.
C) educational factor.
D) psychological factor.
Q2) In designing approaches to classroom management, Charles (2007) suggests that teachers:
A) consult parents about their needs, likes and dislikes.
B) ask students about their needs, likes and dislikes.
C) reflect on their own needs, likes and dislikes.
D) consult other teachers about their needs, likes and dislikes.
Q3) In Roger's (1992) Decisive Leadership Model, Principle Five is:
A) use the language of expectation.
B) begin as unobtrusively as possible.
C) emphasise choices and consequences.
D) mutual rights and responsibilities.
Q4) List the five key behaviours used by assertive teachers.
Q5) Describe a routine you would put in place for taking attendance each morning.
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Chapter 13: Using Resources Creatively
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Sample Questions
Q1) When using a guest speaker as part of a teaching program it is important to:
A) allow them to determine the length of time for which they speak.
B) allow them to choose the topic.
C) provide them with background information.
D) assume they will have good communication skills.
Q2) Rowley and Cooper (2009) contend that field trips are most suited to:
A) cross-curricular approaches.
B) independent study.
C) the arts.
D) the social sciences.
Q3) Books that are for sale to the general public are called:
A) textbooks.
B) supplementary resources.
C) trade books.
D) references.
Q4) Is the following statement True or False? 'In a study of undergraduate students' use of e-books, Woody, Daniel and Baker (2010) concluded that students preferred textbooks over e-books for learning.'
A)True
B)False
15
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Chapter 14: Meeting the Diverse Needs of Students
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Sample Questions
Q1) According to Tomlinson (2001), the three major components of differentiated classrooms do not include:
A) content.
B) process.
C) product.
D) objectives.
Q2) According to the Australian Institute of Family Studies (AIFS, 2013), in 2011-2012 the number of notifications of suspected child abuse and neglect made to state and territory authorities in Australia was:
A) 50 000.
B) 150 000.
C) 250 000.
D) 350 000.
Q3) Research has found that the brain inputs information through the senses so teachers need to:
A) involve students in activities that compare, contrast and classify.
B) provide challenges of new learning.
C) provide familiar routines but also novelty and discovery activities.
D) involve students in emotional aspects of learning.
Q4) How did Tomlinson (1999) define the term 'differentiated classroom'?
Page 16
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Chapter 15: Developing Knowledgeable, Responsible and Caring Students
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Q1) From 1997 to 2000, the Curriculum Corporation had responsibility for:
A) developing a policy to inform thinking about Civics and Citizenship curriculum.
B) supporting schools to develop Civics and Citizenship curriculum.
C) developing teaching units in Civics and Citizenship curriculum.
D) researching Civics and Citizenship curriculum in other countries.
Q2) It has been argued that social and emotional competence is important for student learning because emotion drives:
A) the motivation to persevere with tasks.
B) attention which drives learning and memory.
C) the commitment that is needed for concentration.
D) a positive attitude to learning.
Q3) Within the context of the five emotional competencies that Goleman (1995) identified as basic to social and emotional learning (SEL), students who understand that their actions have consequences are demonstrating:
A) management of relationships.
B) mood management.
C) self and other awareness.
D) empathy.
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Chapter 16: Parents and Caregivers Partnerships With Schools
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Q1) Some organisations, particularly teachers' unions, have argued that parents and community members should not be active participants in schools because:
A) it will hinder teachers' ability to teach effectively.
B) parents are not qualified teachers.
C) the costs involved in training parents to be effective are too high.
D) it reduces the professional responsibilities of teachers.
Q2) Is this statement True or False? 'Research undertaken in the US and UK did not find any empirical evidence for the contention that parent participation in school councils and the general governance of a school contributes to student learning.'
A)True
B)False
Q3) Currently, the organisation at the national level that represents parents from non-government schools is the:
A) Australian Council of School Organisations.
B) Australian Parents Council.
C) Australian Council of School Organisations.,
D) Australian Association for Community Education.
Q4) What is the difference between parental involvement and parental participation?
Page 18
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Chapter 17: Assessment and Reporting
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Q1) Which of the following would not normally be seen as one of the reasons for undertaking assessment?
A) Predicting future achievements.
B) Diagnosis of learning and monitoring progress.
C) Demonstrating the link between ability and success.
D) Diagnosis of teaching effectiveness.
Q2) In their characteristics of performance assessment, Wiggins and McTighe (2005) did not include that it:
A) can be assessed though a single summative feedback task.
B) sometimes involves students working with others.
C) makes public the scoring criteria.
D) encourages self-evaluations and revision.
Q3) What is meant by the term 'assessment'?
Q4) Is the following statement True or False? 'In Australia, each state government can make the decision about whether schools have to use an A to E grading system for reporting student achievement in all key learning areas.'
A)True
B)False
Q5) Why is it important for teachers to keep records of assessment information?
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Chapter 18: Professional and Cultural Dimensions of Teaching
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Q1) How did Marginson (1993) define the term 'professional development' and what, according to Ingvarson (2002), are the principles that should underpin it?
Q2) What is meant by the term 'transformational leadership' and how does it relate to school culture?
Q3) In Beare, Caldwell and Millikan's (1991) explanation of school culture, one of the aesthetic aspects of school culture is:
A) cultural support within communities.
B) special rituals and ceremonies.
C) a unique history of achievements and traditions.
D) a unique socio-economic and geographic location.
Q4) According to Webb et al. (2004), a country where teacher professionalism is associated with a drive to raise standards and 'commercialised professionalism' is:
A) England
B) the United States.
C) Australia.
D) Finland.
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Page 20
Chapter 19: Equity, Ethics and Legal Issues in Teaching
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Q1) The majority of child sexual abuse occurs between the ages of:
A) 4 and 8 years.
B) 6 and 10 years.
C) 8 and 12 years.
D) 10 and 14 years.
Q2) The Australian Bureau of Statistics (2011) reported that in 2010 the retention rate for the general population was 78% while for Indigenous students it was:
A) 27%.
B) 37%.
C) 47%.
D) 57%.
Q3) If in your teaching role you make verbal statements that 'expose another person to hatred, shame, disgrace or ridicule', you are engaging in:
A) academic freedom.
B) breach of copyright.
C) libel.
D) slander.
Q4) To what extent is equity addressed as a separate issue in the Australian Curriculum?
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Chapter 20: Teacher Standards
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Sample Questions
Q1) In 2009 Teaching Australia became the Australian Institute for Teaching and: A) Learning.
B) Professional Standards.
C) Teacher Education.
D) School Leadership.
Q2) What are the various elements and emphases of competency-based standards and what are the advantages and disadvantages of competency-based teaching?
Q3) The objectives of Teaching Australia did not include to:
A) foster and drive high-quality professional development for teachers and school leaders.
B) strengthen the teaching profession.
C) support and advance the quality of school leadership.
D) support and advance the quality of teaching in Australian Schools.
Q4) Is the following statement True or False? 'The standard "Create and maintain supportive and safe learning environments" is included in the domain "Professional Engagement".'
A)True
B)False
Q5) What are two advantages and two disadvantages of competency-based teaching?
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